Achievements:

The

implemented

Digital

Campus

Initiative achieved:

• Engaged students in a Learning Partnership, opened new doors and attracted (and retained) new students, enhanced completion and reduced the attrition rate; • Leveraged platforms – such as learning management, student management and customer relationship management systems – Learning Support provided leading-edge online access to course materials, as well as access to physical resources and strong student support; • Personalised learning, which calls for a data- driven framework to set goals, assess progress, and ensure students receive the academic and developmental supports they need; • Comprehensive systems of learning support, which address social, emotional, physical, and cognitive development across a range of services to ensure the success of all students; • World-class knowledge and skills, which require achievement of goals to sufficiently encompass the content knowledge and skills required for success in a globally-oriented world; • Performance-based learning, which puts students at the centre of the learning process by enabling the demonstration of mastery based on high, clear, and commonly-shared expectations; • Anytime, everywhere opportunities, which provide constructive learning experiences in all aspects of adult’s long-life, through both the geographic and the Internet-connected community; and • Authentic student voice, which is the deep engagement of students in directing and owning their individual learning and shaping the nature of the education experience among their peers.

Curriculum

Development

“I can't change the direction of the wind, but I can adjust my sails to always reach my destination.” Jimmy Dean I have a comprehensive understanding of Learning and Teaching and curriculum development trends in the Higher Education context and Training Packages used in the TAFE sector. When I joined the Australian School of Management, it was clear from my assessment of the situation that there was a lack of strategic direction and leadership around the issue of learning and teaching approaches to its courses and the curriculum development. This was confirmed through discussions with the CEO, the Dean and colleagues of the Australian School of Management. My key priority as Dean of Learning, Teaching and Development, was to create a coherent, strategic plan, which contributed to the strategic development and management of the school courses of study, scholarship profile, and relevant student services in accordance with the Governance Structure, Strategic Plan, Learning and Teaching Plan, and Quality Assurance Framework and ensured compliance with legislation. I played a major role in providing a significant degree of leadership in activities relevant to the profession, discipline and performed the full academic responsibilities of related administration for the coordination of a large award program and several smaller award programs of the institution. I implemented the learning and teaching strategy at the Australian School of Management through promoting practice, and supporting areas needing development. In my role as Dean of Learning and Teaching, I proposed the implementation of the digital campus to support and lead the learning experience of both face-to-face students, blended and online students. The proposed digital campus was to bring together these students through a blend of face-to-face and online program delivery and student support to enhance student’s progression and decrease attrition rates. Specifically, I initiated the transformation of the traditional learning and teaching approach (face-to- face) to a blended learning approach within the Digital campus context as a tool for program delivery and student support, for face-to-face, online and blended learning students with the use of an effective digital learning strategies, combined with active learning pedagogies that enable self- directed learning and enhance learning outcomes. The implemented digital campus supported and led the learning experience for all types of students. The digital campus brought together these students through a blend of face-to-face and online program delivery and student support. This combination enabled a flexible, personalised, asynchronous study and further engaged students throughout the student lifecycle. The digital campus took advantage of the globalisation of knowledge, increasing access to Higher Education, transformational technologies, investment in broadband infrastructure, and a national attention on innovation. To ensure all students’ learning at ASM Digital campus was built around active, best-practice pedagogies, key strategies were implemented: • Incorporate best-practice blended learning pedagogies across every course • Develop and apply ASM learning model across all courses that is driven by learning theory and enhanced by innovative technology strategies.

The Digital Campus

Initiative

The implementatin of the digital campus aim’s to support and lead the learning experience of both campus-based students and students requiring greater flexibility. The latter will be supported by online delivery, virtual tutorials and all that the digital campus offers. The purpose of the digital campus is to bring together online and face to face students through a blend of face-to-face and online program delivery and student support, to enable a flexible, personalised, asynchronous study and to further engage students throughout the student lifecycle. The digital campus is taking advantage of the globalisation of knowledge, increasing access to higher education, transformational technologies, investment in broadband infrastructure, and a national attention on innovation.

Why Digital Campus?

The digital campus would leverage current platforms – such as learning management, student management and customer r e l a t i o n s h i p management systems to provide leading-edge online access to course materials, as well as access to physical resources and strong student support.